chapter ii organisational set-up and hrm machinery...organisational structure every organisation...
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Chapter II
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CHAPTER II
ORGANISATIONAL SET-UP AND HRM MACHINERY
Organisation is a substantive mean to achieve desired goals. An organisation is basically
a group of people who are working together toward a common purpose. Barnard (1954)
defined organisation as a system of consciously coordinated activities or forces of two or
more persons. It is essentially about people and their relationship with one another. Thus
an organisation is not merely a building or structure or set of policies and procedures.
Gulick identified four bases of organisation namely, purpose, process, persons, and place.
Among these „people‟ have become the most important recently. Richard L. Daft suggests
“organisations are social entities that are goal oriented, designed as deliberately structured
and coordinated activity system, and are linked to external environment” (Daft, 2004).
Organisation in Public Administration has been defined as developing the structure for
carrying out the tasks entrusted to the chief executive and his administrative subordinates
(Graves, 1950). Though organisations differ from one another not only in their size and
shape but also in the technology they employ, the environment in which they function,
the work climate they build and the types of goals they pursue. All the organisations
whether public or private have certain common characteristics viz., i) Coordination ii)
common goal iii) division of labor iv) hierarchical structure.
Organisational Structure
Every organisation strives for effectiveness and organisational structure is a tool in the
attainment of this objective. Accordingly success of any organisation depends on its
structure, design and arrangement. “Organisational structure refers to the division of labor
as well as the patterns of coordination, communication, workflow, and formal power that
direct organisational activities. An organisational structure reflects the organisation‟s
culture and power relationships” (Ranson et al, 1980). In other words organisational
structure is basically a system of job positions, duties, policies, authority, responsibility
and their relationship. Here people form the basic input in this structure. Organisational
structure refers to the formal or informal relationship between people in an organisation
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(Gomez-Mejia et al, 1995). The principal purpose of organisational structure is to control
the activities of people, coordinate their actions to achieve organisational goals. Yet a
structure largely depends on the organisation‟s objective and strategy. An organisational
structure can be managed through the process of organisational change and design and
depends on various factors namely, the management philosophy, the size of the
organisation, the type of technology they use and the external environment.
Organisations are structured deliberately to coordinate organisational resources to achieve
organisation‟s purpose. Organisational structures are frequently used as tools for change
because they establish new communication patterns and align employee behavior with the
corporate vision (Johanson, 2000) . All the organisations have following common elements :
Specialisation
Departmentalisation
Chain of command
Span of control
Centralisation and decentralisation
Formalisation
Types of Organisational Structure
Organisational structures can be classified in two main categories :
1. Formal organisational structures
2. Informal organisational structures
Formal Organisational Structures
Formal Organisation refers to an organisational structure with well defined positions and
jobs deliberately created by management for achieving its objectives. On the basis of
organisation of positions and personnel, formal structures may be classified as follows : 1)
Line Organisation 2) Functional Organisation 3) Line and Staff Organisation 4) Matrix
Organisation
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Line Organisation : It is one of the oldest and most basic from of organisational
structure. All other forms of organisational structures are directly or indirectly based on
it. Line activities are those activities which are essential for achieving organisational
purpose. In this organisation, authority flows from top to lower levels. In the line of
authority there is direct vertical relationship between superior and subordinate. The line of
authority consists of those executives who are directly responsible for achieving
organisational goals. Therefore main positions in the line include those activities which
are essential for achieving organisational objectives.
Functional Organisation : This basic hierarchical structure and is most widely used
organisational structure in the world today. Functional structure of organisation is based
on the concept of functional foremanship developed by F. W. Taylor. The organisation is
subdivided into different functional units or departments and these are staffed by
specialists. Specialists are given full authority regarding their functional area. Further
functions vary according to the type of organisation. The performance of functional
organisations depends upon skill and expertise of functional managers. In functional
organisation authority does not flow from top to bottom in the line. Rather each activity
is divided according to function. And the manager having specialised knowledge of that
function is made in charge of that group.
Line and Staff Organisation : This structure is a combination of both line and functional
structures. Managers in line hierarchy are responsible for executing main functions such
as decision making regarding operation of the organisation, while functional support is
provided by staff agencies. Staff units assist line managers by providing expert advice,
suggestions and recommendations. Staff agencies also provide information to managers at
the line position. The line managers have direct authority over staff managers and their
subordinates, but staff managers have no authority over line managers and their
subordinates. The line-and-staff structures are essential to provide specialised assistance to
all mangers. These structures are appropriate for large organisations.
Matrix Organisation : Matrix organisational structure are used to execute multiple projects
efficiently. The employees are distributed into teams or projects within the organisation
on the basis of their functional expertise and the project to be undertaken. Members in a
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matrix structure have a dual chain of command. Employees are required to report to their
functional manager and project manager. Thus, matrix is a combination of functional
structure and product structure. There are three conditions under which the matrix is the
preferred mode. First, two or more critical sectors such as functions, products, services,
markets, or geographic areas must be highly salient for goal accomplishment at the same
time. Second, the need to perform uncertain, complex and interdependent tasks must exist
so that a sizable information-processing capacity is required. Third, there must be a need
to realise economies of scale by utilising scarce human resources effectively (Miner,
2005).
Project Management Organisation : Project organisation is not a separate type like other
organisational structures, rather it is established within an organisation to complete
specific projects. These are temporary organisational structures. For the project specialists
are drawn from different departments under a project manager. He is responsible for
completion of project and management of resources. After completion of project, specialist
drawn from different departments go back to their respective positions. Project based set
ups are very helpful in utilising available skill and knowledge and minimising costs.
Informal Organisations
Informal organisation is result of interpersonal relationships and social interactions at
workplace. It is nowhere shown on organisational charts and exists outside the formal
authority without any rules. Informal organisations arise naturally and spontaneously from
social interactions in organisation. They have their own structures, goals and code of
conduct and based on informal authority. In a formal organisation, informal organisations
serve as an important channel of communication. The informal relationships in
organisation help its members satisfying their social needs.
Organisational Structure and Education
In education administration also organisational structure forms an indispensable part.
Education being a complex system certainly needs a profound structure to regulate the
flow of its process. While typical models of organisational structure may not be applied
to educational process so far, however some institutional models can be developed
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depending upon the features and social environment of such organisations. Where large
institutions establish their own structural framework, school and other smaller institutions
try to incorporate those structure to their own process. In other words there is no
uniformity and stability regarding organisational structure in educational institutions. In
India, situation is more grim due to the public-private divide. The structural gap between
public institutions and private institutions is wide and inevitable which further complicates
the educational process and happen to be the biggest challenge for policy makers.
Moreover the present institutional structure are found incompetent to cope up with ever
changing educational policies and rules. Accordingly educational institutions need
structure in tune with their features, social environment and organisational objectives to
regulate the educational process.
Development in India Post Independence
The India Constitution, promulgated in 1950, sets out the framework for a federal
political system and lists the sectors for which the central and state governments are
respectively or concurrently responsible. Education was in the state list till 1976, later it
was placed in concurrent list by 42nd
amendment. Though the Centre and state
governments are concurrently responsible for education, Decisions regarding the
organization and structure of education is principally the concern of the states, within the
overall policy framework, each state determines independently the educational structures to
be adopted.
Central government has very restricted control over education administration and the
management of public instruction rests with the state government. The government of
India acts as a coordinating agency. The Union government accepts a larger responsibility
to implement the national and integrated character of education, to study and monitor the
educational requirements of the country as a whole in regard to human resource for
development and modernisation, to furnish the needs of research and development, to
look after international aspects of education, to promote advancement at the tertiary level
of the country. In addition central government is liable for the maintenance and
coordination of standards of higher education and technical education, general policy and
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cultural associations with foreign countries. The government of India is wholly in charge
of education in centrally administered area.
Ministry of Human Resource and Development (MHRD) is the main governing agency
of Government of India at Central level. It was reconstituted from Ministry of Education
in 1985. It is responsible for all matters of pertaining to education including overall
planning of programmes and providing guidance for their implementation. Besides policy
formulation, the ministry shares with the states the responsibility for educational
planning. The MHRD is headed by a Cabinet Minister of the Union government. The
ministry has two departments : the Department of School Education and Literacy which
deals with primary education, secondary education, adult education and literacy, and the
Department of Higher Education which deals with university education, technical
education, distance learning, language education, etc. both the departments are under the
charge of a Minister of State who is advised at the official level by the Secretary to the
department, assisted by Additional Secretary and Educational Advisor on academic and
policy matters of education. The Department of School Education and Literacy consists of
several bureaus, each of which is headed by a Joint Secretary or Joint Education
Advisor. These officials are assisted by Directors, Deputy Secretaries or Deputy
Education Advisors, who are the Divisional Heads. They are further assisted by Under
Secretaries or Assistant Educational Advisors, who have one or more sub-divisions under
them.
In each state, there is a secretariat for education and separate directorates for higher
education, school education, technical education and adult and non-formal education. The
state level administration lays down educational policy and regulates the educational
system. The head of the district education administration is a District Education Officer
with several deputies and sub-deputies who together inspect and supervise the schools.
The 1986 National Education Policy laid emphasis on decentralised micro-level planning
and management of education. The infrastructure and institutional support is being
strengthened at the district level. The heads of schools set school timetables, maintain
discipline among pupils and supervise the work of teachers. Education in the Indian
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republic is at present under the control of three bodies : Central governments, State
governments and local bodies.
State governments are fully autonomous in regard to their educational programmes except
for which they receive grant-in-aid from the central government. The boards of Education
in each state occupy a vital position as they lay down the courses of study, and in some
states prepare curriculum and other instructional materials, stipulate standards of
achievement of pupils, and pass judgment on the performance of learner.
Ministry of Human Resource Development (MHRD)
Department of School Education and Literacy deals with elementary education, secondary
education, adult education, vocational education and teacher education. Secondary
education is managed through various schemes of central government :
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) : the scheme was launched in
March, 2009 with the objective to boost access to secondary education and to
improve its quality. The scheme targets to achieve an enrolment rate of 75 percent
at secondary level within 5 years of implementation of the scheme by providing a
secondary school within a accessible distance of any habitation. The other
objective is improving quality of education at secondary level through uniform
norms, removing gender, socio-economic, and disability barriers, providing
universal access to secondary education by the end of 12th
Five Year Plan (2017)
and achieving universal retention by 2020. The scheme is being implemented by
the state government societies established for implementation of the scheme. The
central and state share is released to the implementing agency directly with a
funding pattern of 75:25 between Centre and States. Though, funding pattern was
90:10 for special category and North Eastern States.
Information and Communication Technology (ICT) : this scheme was launched in
December, 2004 to develop ICT skills in students at secondary stage and to
promote computer aided learning process. The scheme provides support to
States/UTs to establish computer labs on sustainable basis. It also targets to
establish smart schools in Kendriya Vidalayas and Navodya Vidalayas. The
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scheme was revised in 2010. The scheme currently covers Government and
Government aided Secondary and Higher Secondary Schools. Financial assistance
is provided to schools for procurement of computers, educational software, training
of teachers, development of e-contents, internet connectivity and set up of smart
schools. Financial assistance is given to States, CIETs and SIETs on the basis of
the approvals accorded by Project Monitoring and Evaluation Group (PMEG)
chaired by Secretary (School Education and Literacy). The funding pattern between
Centre and States is 75:25 except for the North Eastern States.
Model School Scheme : The Model School Scheme was launched in November,
2008 in response to prime Minister‟s Independence Day speech of 2007. The
scheme aims to provide quality education to talented rural children through setting
up of 6,000 model schools as benchmark of excellence at block level at the rate
of one school per block. The scheme has two modes of implementation – (i) 3,500
schools are to be set up in educationally backward blocks (EBBs) through
State/UT Governments , and (ii) other 2,500 schools are to be under Public-Private
partnership (PPP), in blocks which are not educationally backward. Setting up
model schools in EBBs through state/UT Governments is being executed from
2009-2010 and setting up of model schools under PPP mode, in blocks which are
not educationally backward has been initiated from 2012-13. Modalities for
establishing the remaining 1,000 schools have not yet been finalised.
Girls‟ Hostel Scheme : this scheme was launched in 2009-10 to set up a 100-
bedded Girls‟ Hostel in each of 3479 Educationally backward blocks (EBBs) in
the country. The main objective of the scheme is to retain the girl child in
secondary school and providing easy access to secondary education to a larger
number of girl students. the target group of the scheme is girl students in the age
group of 14-18 yrs studying in classes IX and XII belonging to SC, ST, OBC,
Minority Communities and BPL families. Students passing out of Kasturba Gandhi
Balika Vidhayalaya (KGBV) will be given preference in admission in hostels. At
least 50 per cent of girls admitted will be from SC, ST, OBC and Minority
Communities.
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Inclusive Education of the Disabled at Secondary Stage (IEDSS) : the scheme of
IEDSS was initiated in 2009-10. This scheme replaces the earlier scheme of
Integrated Education for Disabled Children (IEDC) and would provide assistance
for the inclusive education of the disabled children in classes IX-XII. The main
objective of the scheme is to facilitate all students with disabilities, after
completing eight years of elementary schooling, to pursue further four years of
secondary schooling in an inclusive and enabling environment. The implementing
agency for this scheme is the School Education Department of the State
Governments/ UTs Administrations. They may involve NGOs having experience in
the field of education of the disabled in the implementation of the scheme. All
the assistance for items covered in the scheme is provided by Central Government
on 100 percent basis. The State Governments are only required to make provision
for a scholarship of Rs 600 per disabled child per annum.
Incentive to Girls for Secondary Education : The centrally sponsored scheme was
launched in May, 2008 to promote enrolment of girl child in the age group of
14-18 at secondary stage, especially those who passed class VIII and to encourage
the secondary education of such girls. The scheme includes all SC/ST girls who
pass class VIII. A sum of Rs. 3,000/- is deposited in the name of eligible girls
as fixed deposit. The girls are entitled to withdraw the money along with interest
thereon on reaching 18 years of age and on passing 10th
class examination.
State/UT Governments, Local Bodies and private Aided schools will be the
implementing partners. The amount of incentive is released to is released to the
State/UT Governments for depositing the same in favour of eligible girls.
National Means cum Merit Scholarship Scheme (NMMSS) : The centrally
sponsored scheme NMMSS was launched in May, 2008. The objective of the
scheme is to award scholarships to meritorious students of economically weaker
sections to prevent their drop out at class VIII and encourage them to continue
the study of secondary stage. Under this scheme scholarship of Rs. 6000/- per
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annum per student is awarded to selected students every year for study in classes
from IX to XII in Government, Government aided and local body schools. There
is quota of scholarship for different States/UTs. Students with parental income not
more than Rs. 1,50,000/- from all sources, are eligible to avail the scholarships.
The selection of students for the scholarship is being made on the basis of merit
established through an examination conducted by the respective States/UTs along
with the National Talent Search Examination (NTSE). Scholarships are disbursed
by the State Bank of India directly into the accounts of students on quarterly
basis.
Vocationalisation of Secondary Education : The centrally sponsored scheme for
Vocationalisation of Secondary Education at +2 level is being implemented since
1988. The revised scheme is in operation since 1992-93. The scheme provides for
diversification of educational opportunities so as to enhance individual
employability, reduce the mismatch between demand and supply of skilled
manpower and provides an alternative for those pursuing higher education. under
this scheme financial assistance is provided to States/ UTs to set up administrative
structure, area vocational surveys, preparation of curriculum, text book curriculum
guides, training manual, teacher training programme, strengthening technical
support system for research and development, training and evaluation etc. It also
provides financial assistance to NGOs and voluntary organizations for
implementation of specific innovative projects for conducting short term courses.
Under 12th
Five Year Plan the scheme would be implemented from class IX
onwards, unlike the preceding provision for its implementation from class XI, and
would be subsumed under RMSA.
Financial Assistance for Appointment of Language Teachers : The scheme was
brought together in 10th
Five Year Plan and revised in 2008-09. Under this
scheme the Government of India provides financial assistance for appointment of
language teachers in government schools for promotion of national language as
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well as Urdu and other Modern Indian languages like Kannada, Malayalam, Tamil
and Telugu in the country. The scheme is implemented under three parts :
i. Hindi teachers in the non-Hindi speaking states.
ii. Urdu teachers in the schools of those districts that have a more 25 per cent of
population from Urdu speaking community.
iii. Providing of Modern Indian language teachers to teach a third language in
those schools of the Hindi speaking States/UTs that demand them.
National Awards for Teachers : The scheme was initiated in 1958. National
Awards are given to teachers by the President of India on 5th
September every
year to give recognition to meritorious teachers working in primary, middle and
secondary schools. Each State/UT/Organisation has an allotted quota based on the
number of teachers. The scheme covers teachers of the schools affiliated to
Central Board of Secondary Education (CBSE), including teachers of independent
affiliated schools situated abroad, Council for Indian school Certificate
Examination (CISCE), Sainik School, Kendriya Vidyalya Sangathan (KVS),
Navodya Vidyalaya Samiti (NVS), Central Tibetan School Administration (CTSA)
and schools run by the Atomic Energy Education Society. Presently there are 374
awards out of which 20 awards are reserved for Sanskrit, Persian and Arabic
teachers.
Other autonomous organisations such as Central Board of Secondary Education (CBSE),
Central Tibetan Schools Administration (CTSA), Kendriya Vidyalaya Sangathan (KVS),
National Council of Educational Research and Training (NCERT), National Council for
Teacher Education (NCTE), National Institute of Open Schooling (NIOS) and Navodya
Vidyalaya Samiti (KVS) works as supporting agencies for distribution and development
of education at central level.
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Administrative Structure of Punjab Education Department
Education department is headed by Education Secretary. Policy matters are decided
at the level of Education Secretariat. At department level the school administration
is controlled by Director General School Education (DGSE) . He also acts as
special secretary of school education and State Project Director (SPD). As a SPD
he is assisted by a Deputy State Project Director, Assistant State Project Director,
Deputy Manager and Assistant Manager.
At headquarter level Director Public Instruction (SE) and Director Public
Instruction (EE) are the heads of secondary and elementary education respectively.
At the district level, District Education Officer (Secondary) and District Education
Officer (Elementary) acts as head of Secondary and Elementary education
separately. 20 districts are provided with the posts of District Education officer
(DEO) except 2 districts viz. Moga, Mukatsar and Nawanshar in which DEO
(Secondary) is officiating as DEO (elementary) also. In the newly created districts
of Fazilka and Pathankot , temporary charge has been given for secondary and
elementary DEOs. Though permanent posts are to be created in near future.
At block level there are Block Primary Education Officers (BPEO) for primary
schools. However Secondary schools are directly administered by DEO (Secondary).
State Council of Educational Research and Training (SCERT) which is headed by a
director , provides leadership for effective implementation of assigned programmes for
bringing qualitative improvement in School.
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Administrative Set Up at State Level
Education Minister
Chief secretary
Principal Secretary/Secretary
Director General School Education-cum-State Project Director
Deputy State Project Director Chief Accounts Officer(CAO)
Assistant State Project Directors Assistant Manager (Finance)
Deputy Managers Statistical Officers Accountant Cashier
Assistant Managers
Figure 2.1
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Administrative Setup at District Level
DEO (SE)-cum-District Project Officer (RMSA
District Project Coordinator (RMSA)
District Resource persons
Accountants
Data Entry Operators
Figure 2.2
Punjab ICT Education Society : Information Communication Technology (ICT) project
has been started to impart computer education to all students of class VI to XII. ICT is
universally acknowledged as an important catalyst for social transformation and national
progress. Punjab Government has constituted „Punjab Information Communication
Technology Society‟ (PICTES) to manage ICT project in Punjab.
State Project Office (ICT)
Director General School Education
Deputy State Project Director (ICT)
Finance Wing Technical wing Administrative Wing
Chief Accounts Officer
AM (Software) AM(Hardware) AM(Adm)-2
Figure 2.3
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District Project Office (PICTES)
DEO
Dist. ICT Coordinator Project Coordinator-5 Asst. Manager(Fin)5
(Amritsar,Bathinda,Jalandhar, (Amritsar,Bathinda,
Patiala & Moga) Jalandhar,Patiala &
Moga)
Figure 2.4
Punjab Education Development Board : In the year 2007 Punjab Education
Development Act was amended in 1998 to establish Adarsh Schools in the State of
Punjab. The Punjab Education Development Board was established in January, 2008, with
the objective to establish Adarsh Schools in the state, to provide free and quality
education to the poor and deserving students. Till now , 128 sites have been identified to
open Adarsh Schools from pre-nursery to 10+2 classes. Presently 24 Adarsh Schools are
being run under Public-Private Partnership Mode in the state.
EDUSAT : The Government of Punjab has set up Punjab Edusat Society to provide
quality education to the government educational institutions of Department of School
Education, Higher Education, Technical Education and Medical Education. Punjab Edusat
Society has set up one Hub and three studios in the premises of Punjab School
Education Board. Independent programmes of Higher education as well as Technical
Education are being broadcast from here only. All the studios have been equipped with
the State of the Art equipment and peripherals. Presently 3823 educational institutions are
being covered under Edusat network and 3150 Edusat Computer Libraries (E-Libs) are
being set up in Government Senior Secondary and High Schools to help the students and
subject teachers to view the Edusat and CAL multimedia content. 1003 portable Gensets
have been provided to the government institutions to meet the power failures.
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State Project Office (EDUSAT)
Director general School Education-cum-Project Director
Deputy State Project Director (EDUSAT)
GM (Technical) GM (F &A)
Studio Engineer/Technician/
JE/Electrician AM(Adm) AM(Finance)
Accountant/Stenographer/Office Assistant/
Data Entry Operator
Figure 2.5
District Project Office (EDUSAT)
District Project Officer
District Education Officer (SE)
District EDUSAT Coordinator
SIT In charge School EDUSAT Coordinator SIT Care Taker
Figure 2.6
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Administrative Structure of Chandigarh Education Department
Education department is headed by Education Secretary. All the policy matters are
decided at the level of Education Secretariat.
For the proper control of education administration, separate Head of Department
Viz. Director Public Instruction (School) look after school education.
To redress public grievances DPI (School) is assisted by Registrar Education
(schools), Deputy Director and Assistant Director and District Education Officer,
UT, Chandigarh.
District Education officer is directly responsible for the supervision of schools which are
headed by Principal/Headmasters.
Adviser to Administrator
Education Secretary
Director of Public Instructions (Schools)
Deputy Director School Registrar (Schools)
Education (I&II)
Superintendent (I&II)
DEO
Assistant Controller (F&A)
Deputy DEO(I&II)
Section Officer (I&II)
Assistant Director Assistant Director
Vocational Education Adult Education Administrative Officer
Figure 2.7 Public Relations Officer
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Vocational Education : Education Department, Chandigarh introduced Vocational
Education in Government Senior Secondary Schools of Chandigarh in the year 1987-88
at 10+2 stage. Presently there are 19 vocational courses in 23 Government Senior
Secondary Schools of Chandigarh Administration. These courses are largely subdivided
under four heads namely, Home Science, Health and Para-Medical, Engineering and
Commerce. All the courses offered are skill oriented and are meant to make students
employable in changing economic scenario.
Adult Education : The Adult Education Unit of Chandigarh Administration has set up
400 Continuing Education Centers under National Policy of Education for literacy of
illiterates and neo-literates of 12 villages besides labor colony and slum areas which are
run 400 Preraks. These Preraks are further supervised by 40 Nodal Preraks thus having
10 Preraks under one Nodal Prerak. The scheme of Continuing Education Project was
started in 1999-2000. It is being 100% funded by Chandigarh Administration. At present
it runs 190 Continuing Education Centers (CECs) to literate the illiterates of rural/slums
dwellers of Chandigarh. Under this programme Self Help Groups (SHGs) have also been
started to help the learners by making them self reliant. These groups are provided loans
by banks. At present there are 150 Self Help Groups (SHGs) in Chandigarh.
Administrative Set Up for Adult Education
Deputy Director Adult Education-2
Assistant Director Adult Education-2
Office Superintendent-1
Accountant-1
Senior Assistant-3
Clerk-1
Steno-1
Peons-2
Driver-1
Contingent Staff-2
Figure 2.8
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Regional Institute of English : The Regional Institute of English was established in
1963 for qualitative improvement in the teaching of English at the secondary level. It
caters to the English Language teaching needs of the northern region, Punjab, Haryana,
Himachal Pradesh, J&K and Chandigarh. The Institute meets the objective of teacher
training through a variety of courses and workshops. It runs two 3 month PGCTE (Post
graduate Certificate in the Teaching of English) programme for school teachers besides
refresher courses for college lecturers, training programmes for primary school teachers
and orientation programmes for learners from all areas.
Deputy Director Adult Education-2
Assistant Director Adult Education-2
Office Superintendent-1
Accountant-1
Senior Assistant-3
Clerk-1
Steno-1
Peons-2
Driver-1
Contingent Staff-2
Figure 2.9
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Findings and Conclusion
This chapter is focused on organisational structure of education system in India with
reference to state of Punjab and Union Territory of Chandigarh. The data in this chapter
is majorly based on secondary sources. Following results have been observed during the
study.
1. Central government has very restricted control over education administration and
the management of public instruction rests with the state government. The
Government of India acts as a coordinating agency. Ministry of Human Resource
Development (MHRD) is the main governing agency of Government of India at
central level. MHRD works for the development of education with the help of
other supporting agencies.
2. In Punjab Education Department is headed by Education Secretary. Policy matters
are decided at the level of education secretariat. At department level the school
administration is controlled by Director General School Education (DGSE). At
headquarter level Director Public Instructions (SE) and Director Public Instructions
(EE) are the heads of secondary and elementary education respectively. At district
level, District Education Officer (Secondary) and District Education Officer
(Elementary) acts as head of secondary and elementary education separately. At
block level there are Block Primary Education Officer (BPEO) for primary
schools. Secondary schools are directly administered by DEO (Secondary).
3. State Council of Education Research and Training (SCERT), Punjab Information
and Technology Society (PICTES), Punjab School Education Board (PSEB) and
Edusat Society works as supporting agencies for distribution and development of
education in Punjab.
4. Chandigarh being a Union territory comes under the purview of Central
Government. Chandigarh Education Department id headed by Education Secretary.
All the policy matters are decided at the level of Education Secretariat. Director
Public Instructions (Schools) look after school education as a separate head of
department. He is assisted by Registrar Education (Schools), Deputy Director and
Assistant Director and District Education Officer, UT, Chandigarh.
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Additional Observations
Organisational set-up in education departments of Chandigarh was found better
than Punjab as far as functional aspects of organizational structure are concerned.
The procedure of coordination, distribution of responsibility, supervision is quite
healthy in Chandigarh as compared to Punjab.
In case of school administration, management systems are not very satisfactory
specifically in Punjab. There is lack of leadership and coordination among teaching
staff and between teaching and non-teaching staff at school level.
Absence of accountability of teachers comes out to be a major problem in school
administration.
The other major problem is shortage of teaching and non-teaching personnel
particularly in Punjab. Due to shortage of staff in schools of Punjab most of
clerical work is done by teachers and other staff.
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